My Personal Respone

      4^th POSTING  

Hai I’m Gloria (A120090), we meet again in this fourth posting.  

1) Do you think that blogging activity improves your writing skill?If yes what area if not why            

            Absolutely yes, undeniable that blogging activity has improved my writing skill in many ways. Firstly, before I have learned about blogging, I did not know much about other websites that we can search to find information that can help me in my writing. Before this, I had so many troubles in doing my writing, this is because I still weak in vocabulary, grammar and the quality of my writing. Now, I realized that how useful computer were in my efforts to learn how to write in English. There are many websites that we can explore such as www.eslcafe.com, www.usingenglish.com, www.manythings.org and so on which can help me on how to improve my writing skill. In addiction, in this website content many article that I can read and use to increase my writing in many ways. On the other hand, the course that I had study that is SKBE 1033 Written Communication, where in this course it need me to write more as essay in the assignment. After I  have learn about blog and learn to access to other web site to fine many article that most of it is very helpful for me to read and apply it to my Written Communication SKBE 1033. 

  2) Do you think that blog is a useful learning experience for you? If yes to what extend is it useful, enjoyable, practical and effective.

         

          Yes, blog is a useful learning experience for me, this is because in blog I can freely write my own thought, view, and opinion which I cannot do in class because I’m was shy person to figure out all that. It gives me freedom to learn on my own because it has many options where I can choose exercises to suit my level in writing. From my own experienced, I have done correction on my own mistakes in my blog and I learned from the mistake. I can surely I have improved very much in my writing, reading and grammar. My writing skills, my pronunciation and meaning of words, I think I have improved. Blogging is very practical learning. Sometimes, what I don’t know I ask my friend, for example I had ask Sim how to upload song to my blog and he kindly teach me. I really thankful to him and now I can enjoy listening to the music. For me, it was enjoyable experienced. It is interesting and at the same time I learn different things. Blogging also effective way on learning because from this experienced my grammar and vocabulary improves when writing an essay on the computer. I believed that blogging can help me to learn more effectively than the normal classroom. Besides, I get more ideas when writing an essay on the computer.

3) What do you think that you need to know before you can complete the blogging activity successfully?

       I think the first thing I need to know is what the question is all about. Then I need to explore the issues or the topics that related to the questions. After that, I need to identify issues and arguments for or against an identified topic. Lastly, I will gather all the information and apply it into argumentative writing skill. Beside, emphasis is given on aspects such as content, organization, language and mechanics. This thing I need to know before I can complete the blogging activity successfully. 

4) What are your problems that you face using blog?

       When I want to blog and posting my blog sometime internet server down and sometime hard to access internet and this situation make me fed up because sometime I need to wait till late night to post my blog. In addiction, I need to post my blog on time. Besides, I need to edit my blog frequently every week, it is difficult to me because I need to carry my heavy laptop to place which have wireless to connect internet. This is the problem I need to face when using blog.  

 5) Will you tell your friends, recommend to others about blogging?

          Of course, I will. I will tell my friend that blogging is enjoyable experienced. Once you try and know it, you will never forget about it and you will addict to continue blogging the rest of your life. I will recommend my friend that blogging is more interesting rather than reading textbox because Internet has graphic-oriented exercises. I will advise my friend that blogging is one of the good activities because it is not boring like exercise at textbook. The websites is colorful and interactive.  

6) Now that you are able to blog online will 

you continue using it even after the SKBP is over? 

       Definitely yes. I will continue blogging for the rest of my life. I find that blogging is one activity that I can do when I have my free time. I can make it become one of my hobbies. For me surfing and blogging is enjoyable moment that I cannot forget.              

The impact of using ICT towards health.

3^rd POSTING

The impact of using ICT towards health.

Hai, I’m Gloria and I have chosen this topic:  The impact of using ICT towards health. (Radiation, reading speed, hearing aids).  

REFRENCES

1) © 2008 EBSCO Industries, Inc. All rights reserved      

 Title:

Information and Communication Technologies and Continuing Health Professional Education in Canada. A Survey of Providers Final Report.

Source: 170 pp. Publication Date: 2003 Descriptors: Distance Education, Educational Finance, Educational Technology, Educational Trends, Foreign Countries, Hospital Personnel, Information Technology, Lifelong Learning, Medical Education, National Surveys, Nursing Education, Partnerships in Education, Pharmaceutical Education, Physicians, Postsecondary Education, Professional Continuing Education, Questionnaires, Student Characteristics, Technology Uses in Education, Trend Analysis Identifiers: Best Practices, Canada Abstract: The use of information and communication technologies (ICT) in continuing health professional education (CHPE) was examined in a national survey of Canadian CHPE providers. Of the 3,044 surveys distributed to schools of medicine, nursing, and pharmacy, national/provincial health professional associations, nonprofit health advocacy organizations, the pharmaceutical industry, and hospital/health care organizations, 677 were returned (overall response rate 22.2%). Selected findings were as follows: (1) Canadian schools of medicine and nursing are responsible for a significant amount of the technology-based distance education (DE) programs offered as CPHE to health professionals; (2) existing educational technology resources and expertise within an organization are important factors influencing the likelihood of CHPE organizational units being providers of technology-based DE; (3) financial gain-related factors do not influence an academic CHPE organizational unit’s decision to provide technology-based DE; (4) hospital/health care management boards favor technology-based DE as a more cost-effective means for addressing health professionals’ CHPE requirements; (5) partnering appears to be a significant characteristic of technology-based DE; and (6) participants in technology-based CHPE are varied and include experienced health professionals. (Twenty-nine tables/figures and 82 references are included. The following items are appended: the provider survey; a facilitator’s guide to online conferencing; and a best practices document in distance education.) (MN) Notes: Support and assistance provided by The Royal College of Physicians and Surgeons of Canada, University of Calgary, University of Ottawa, and ZeddComm. Corporate Source: Memorial Univ., St. John’s (Newfoundland). Sponsoring Agency: Ministry of Health, Ottawa (Ontario). Language: English Number of Pages: 170 Publication Type: Reports – Research; Tests/Questionnaires Availability: Full Text from ERIC  Available online For full text: http://www.med.mun.ca/pdmed/research/reports/OHIH_final_report.pdf. Journal Code: RIEMAY2004 Entry Date: 2004 Accession Number: ED480970 Persistent link to this record: http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED480970&site=ehost-live Database: ERIC 

REFERENCES

 SCOPUS ASEE Annual Conference and Exposition, Conference Proceedings 2007, 14p  

2) E-health (digital health) and situation in IT/ICT benefitsSadeghi, R.^{a e} , Moslehpour, S.^{b f} , Rajai, M.^c , Matthews, R.^{d g h a}  Power and Water University of Technology ^b  University of Hartford ^c  Northern Kentucky University ^d  University of Louisville ^e  Distance Learning Center of PWUT ^f  Electrical and Computer Engineering Department, College of Engineering, Technology, and Architecture, University of Hartford ^g  Department of Engineering Graphics ^h  American Society for Engineering EducationAbstract Today, more and more decision makers are interested in e-health tools as critical components of personal health management and healthcare reform strategies. Decision makers are seeking viable approaches to reduce healthcare costs, improve the quality of care, and increase consumers’ ability to manage their own health. Conditions are favorable for a greater investment in consumer-oriented e-health tools. The technology marketplace is dynamic; the public is increasingly turning to information and communication technologies for a better life; healthcare organizations are adopting and offering health information technology; and Government policy is placing great emphasis on both health information technology and personal health management for consumers. Such activities are now part of everyday news. © American Society for Engineering Education, 2007.

REFERENCES  

European Journal of Information Systems (2007) 16, 695–711. doi:10.1057/palgrave.ejis.3000715  

 3) An epidemic of pain in an Australian radiology practiceJeanette Van Akkeren¹ and Bruce Rowlands²1.    ¹University of the Sunshine Coast, Queensland, Australia 2.    ²Griffith University, Brisbane, AustraliaCorrespondence: Jeanette Van Akkeren, University of the Sunshine Coast, Queensland, Australia. Tel: +6 175 499 7226; E-mail: jvanakke@usc.edu.auReceived 28 February 2007; Revised 15 July 2007; Re-revised 19 August 2007; Accepted 27 September 2007.    Top of page

Abstract

This paper presents findings from a study of an organisationally mandated assimilation process of an enterprise-wide information system in a radiology practice in Australia. A number of interviews with radiologists, radiographers and administrative staff are used to explore the impact of institutional structures on the assimilation process. The case study develops an argument that culture within and outside the Australian Radiology Practice (ARP), social structures within the ARP and organisational-level management mandates have impacted on the assimilation process. The study develops a theoretical framework that integrates elements of social actor theory (Lamb & Kling, 2003) to provide a more fine-grained analysis concentrating on the relationships among the radiology practitioners, the technology (an enterprise-wide Health Information System), and a larger social milieu surrounding its use. This study offers several theoretical and practical implications for technology assimilation in the health and radiology industry regarding the important roles social interactions, individual self-perceptions, organisational mandates and policies can play in assimilating new ICTs.

Keywords:

ICT authority assimilation, health informatics practice, social actor model

Main navigation

• Journal home
• Advance online publication
  • About AOP
• Current issue
• Archive

• Instructions for authors
• Contact editorial office
• About the journal
• Contact the society
• Call for papers
• Subscribe
• Contact us
• Sample copy
• Order reprints
• Rights and permissions

Related titles

• Information Visualization
• International Abstracts in Operations Research
• Journal of Information Technology
• Journal of the Operational Research Society
• Journal of Simulation
• Knowledge Management Research & Practice

 REFERENCES IEEE Journal or Magazine

 4)     Telemonitoring Systems Interoperability Challenge: An Updated Review of the Applicability of ISO/IEEE 11073 Standards for Interoperability in Telemonitoring Galarraga, M.; Serrano, L.; Martinez, I.; de Toledo, P.; Reynolds, Melvin; Engineering in Medicine and Biology Society, 2007. EMBS 2007. 29th Annual International Conference of the IEEE 22-26 Aug. 2007 Page(s):6161 – 6165 Abstract: Advances in Information and Communication Technologies, ICT, are bringing new opportunities and use cases in the field of systems and Personal Health Devices used for the telemonitoring of citizens in Home or Mobile scenarios. At a time of such challenges, this review arises from the need to identify robust technical telemonitoring solutions that are both open and interoperable. These systems demand standardized solutions to be cost effective and to take advantage of standardized operation and interoperability. Thus, the fundamental challenge is to design plug-&-play devices that, either as individual elements or as components, can be incorporated in a simple way into different Telecare systems, perhaps configuring a personal user network. Moreover, there is an increasing market pressure from companies not traditionally involved in medical markets, asking for a standard for Personal Health Devices, which foresee a vast demand for telemonitoring, wellness, Ambient Assisted Living (AAL) and e-health applications. However, the newly emerging situations imply very strict requirements for the protocols involved in the communication. The ISO/IEEE 11073 family of standards is adapting and moving in order to face the challenge and might appear the best positioned international standards to reach this goal. This work presents an updated survey of these standards, trying to track the changes that are being fulfilled, and tries to serve as a starting-point for those who want to familiarize themselves with them. 

REFERENCES

SCOPUS HEALTH CARE REVIEW

 5)  RFID solutions to support home telecare information flowsParry, D.^a , Symonds, J.^a , Briggs, J.^{b a}  Auckland University of Technology, Private Bag 92006, Auckland, New Zealand ^b  Centre for Healthcare Modelling and Informatics, University of Portsmouth, United KingdomAbstract Home Telecare is defined as the use of information and communication technologies (ICT) to increase support for people living will illness or disability in their normal activities of daily living, the management of their condition and in their communication with health providers. With an ageing population, New Zealand needs to increase the effort devoted to caring for people with long-term conditions (LTC) in their own homes and Home Telecare is one possible solution. In this paper we discuss the need for increased investment and better management of information for home-based chronic care and disease management.

Computerize writing

2^nd POSTING 

 COMPUTERIZED WRITING 

Hai, I’m Gloria (A120090), I have find some article or activities that related to computer assisted writing and let us see what it is all about. 

INTRODUCTION

           

1) DEFINATION OF COMPUTERIZED WRITING          

Computerized assisted writing is about, Educational computing has undergone a change of focus regarding how the microcomputer should be used in language arts, and especially in writing. No longer are computers seen as tutors and drillers. Instead, educators now are realizing that the computer is a tool for handling information. A word processor can become the centerpiece for an effective writing curriculum, encouraging early language production and providing students with opportunities to connect reading and writing. When integrating advanced technology into any curriculum, the teacher must always be aware that it cannot “eliminate” problems. But with instruction and support from the teacher and peers, most students can experience success in writing through the use of a word processor. Besides that, as a tool for practice in writing, the word processor’s usefulness is unparalleled. Writing researchers have long advised that the key to fluent writing is to write as much as possible. The key to exact writing is to revise repeatedly. 

   

Computer-Assisted Instruction and Writing

 What Is Computer-Assisted Instruction?“Computer-assisted instruction” (CAI) refers to instruction or remediation presented on a computer. Many educational computer programs are available online and from computer stores and textbook companies. They enhance teacher instruction in several ways.

What Does CAI Look Like for Writing?

Computer-Assisted Writing Instruction Computer programs for writing help students with developing ideas, organizing, outlining, and brainstorming. Templates provide a framework and reduce the physical effort spent on writing so that students can pay attention to organization and content.The example at the right, similar to the program Inspiration, demonstrates how a student has organized her writing. Her topic is the Chesapeake Bay. She thinks about three main ideas for her topic: food, fun, and jobs. Next, she adds supporting details for each of her three main ideas. Now she can compose her paragraph. Programs like Inspiration or Kidspiration are fun because students can use pictures, change the shape or colors of the circles, and change the chart into an outline.   Computer Programs for Writing a) Word prediction

• Student-specific programs that identify words that student uses repeatedly; when the student types the first few letters, the program lists frequently used words that start with those letters
• speeds up the typing process

b) Speech-to-text

• student speaks into a microphone and the program types the words
• program must be “trained” to the student’s word pronunciation and speech style
• student must be taught how to use the program
• increased speed from thought to text

c) Text-to-speech

• student can hear what she has typed to check if it says what she wants it to say
• good for editing

 d) Spell-checker

• helps student identify misspelled words
• automatically corrects words if the teacher set the program that way

e) Thesaurus

• offers student other words that mean the same as the word he or she is using

            adds variety to student’s writing and increases student vocabulary 

  

2) How can one improve their writing using the computer? 

  

    Newman (1984) has discusses two important issues: The first is the relationship of recent research on learning to write to word processing. Newman says writing improves more “by experimenting with many aspects of the process at the same time” than by mastering separate skills and blending them. Word processing allows rapid alteration and manipulation of the text, helping writers sustain the mental images they are trying to capture while experimenting with language.

The search/replace capability encourages synonym substitution, and the immediate access to a clean copy stimulates further language play. Newman’s second point is that there is a difference between using computers for drill and practice and using them for word processing. With drill and practice software, the computer is in charge–this software tells the user what to do and controls what is learned. With word processing, however, it is the learner who exerts control both in using the computer and learning to write. The word processor was designed for revising and manipulating language. For inexperienced writers (who tend to make corrections at the word level), proofreading is easier on the computer. As writers become more experienced, they tend to make more complex changes.

These “reorganizational” changes involve moving sentences and paragraphs around, reorganizing whole sections of articles, inserting new materials, and discarding writing that no longer fits or serves. Even a beginner can use the delete, strikeover, and insert functions to make simple changes. Later, with a brief period of practice, more complex changes, such as changing the order of the sections in a paper or adding passages written in another draft, can be made. Ideally, freewriting also can be done at the computer. This would encourage students to engage in learning and self-discovery rather than to focus upon the mechanics of exact writing.

The word processor can release the writer from restraints that inhibit the free flow of words and ideas. Students can feel free to take risks in their writing because they see that they can always change their minds. The word processor has helped realize the advantages offered in process writing. Rewriting and revising are allowed to be the cognitive processes they should be, rather than being dominated by the mechanical aspects of actually putting words down on paper.

Students learn to approach their writing errors from a different point of view by struggling to understand what causes problem phrases, sentences, or paragraphs. Besides revising and editing, another benefit of using a word processor is that multiple copies can be printed for reading in peer-editing groups. Final copies can be displayed on a writing bulletin board or in a collection of writings, without any student’s work showing to a disadvantage because of poor handwriting. And the additional benefit to the student is having an audience other than the teacher. Teachers may be concerned with the fact that only one student at a time can use the word processor and printer. Many activities can be structured so as to allow “advisers” to work with the person typing.

Researchers have described this “sharing” process as central to writing instruction. Working in a group helps make writing an interactive activity. Children receive immediate feedback from others, making them aware of the need for clarity and for expressing their ideas so that they can be understood by others. This interactive feedback is extremely helpful to writers engaged in revision. It also provides each writer with experience in helping others revise their writings. Composition teachers have recognized that word processing is revolutionizing writing. Revision, long advocated but ignored by both teachers and students as too mechanical and painful, is now possible by pressing a few keys.

However, computers do not change the central role of the teacher. If writing and revision can be made easier through effective writing instruction and word processing, then, hopefully, students will begin to write because they enjoy it rather than because they are forced to do so. In addiction, computer programs are interactive and can illustrate a concept through attractive animation, sound, and demonstration. They allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Computers offer a different type of activity and a change of pace from teacher-led or group instruction.

Other than that, computer-assisted instruction improves instruction for students with disabilities because students receive immediate feedback and do not continue to practice the wrong skills. Computers capture the students’ attention because the programs are interactive and engage the students’ spirit of competitiveness to increase their scores. Also, computer-assisted instruction moves at the students’ pace and usually does not move ahead until they have mastered the skill. Programs provide differentiated lessons to challenge students who are at risk, average, or gifted.Word processors are excellent tools for students who find handwriting tedious.

Often, students with disabilities have difficulty with all the requirements for the writing process. They have trouble organizing their thoughts and then retaining those thoughts long enough to put them on paper. Their handwriting must be neat enough and their spelling and grammar correct enough to convey their message, tasks that they may find difficult.  If students are taught to type early in elementary school and taught to use these programs, the writing process can become less frustrating. This is not to say that students should not be taught how to spell and to use proper grammar. Students can learn to use these programs to increase the speed from thought to paper to make the process less stressful for them. It can increase their vocabulary and their attitude toward writing. Students with disabilities may actually find they enjoy the writing process.There are many ways how writing using computer can help student in their academic writing course. 

                                    

3) EXAMPLE OF SOFTWARE WRITING 

www.whitesmoke.com 

 English Composition

 Do you need to write an English composition?  Let WhiteSmoke help.  The only all-in-one writing software on the market provides you with every English writing tool you need in order to produce and submit the best English composition.  You won’t need help from Cliffs for an AP English language composition course when you have WhiteSmoke by your side!How can WhiteSmoke help you write your English composition?  For starters, you can learn better ways to succeed with different kinds of academic English writing from WhiteSmokes? online English and writing lessons.  There are introductory topics like how to write a paragraph, how to write an introduction, and how to write a conclusion.  If you need to know how to write a term paper or how to write an essay, you will find information about these topics, too.  Don’t forget to check out the information about punctuation (like commas and other punctuation marks) and proper English grammar (like using gender neutral language and prepositions correctly) for more composition help.After you have completed some language learning and written your English composition, proofread at the highest level with WhiteSmoke.  Use the English grammar check, spelling check, and ever-improving punctuation check for the best English writing.  Trust WhiteSmoke to catch errors and suggest corrections for your work, and master language for your English composition. Insert high level vocabulary and use precise synonyms in your writing, too.  Search in WhiteSmoke?  Online English language dictionary for synonyms from the thesaurus.  Add meaning with the most suitable words for your English composition topics.  Allow WhiteSmoke? Patented artificial intelligence server to scan and understand your words, then suggest context-related adjective and adverbs for writing enhancement.When you use the WhiteSmoke comprehensive writing solution to write your English composition, you will save valuable time because it works with just one click.  You’ll also get rid of the need for a guide to English composition like Worrier’s or Barron’s.  WhiteSmoke writing software provides every writer with one-click access to necessary proofreading tools, plus revolutionary enrichment and dictionary features.   Improve your academic writing today, and succeed with your English compositions and examinations. 

5) THE ACTIVITIES

 http://iteslj.org/Articles/Tutunis-ContentBased.html

Charles Kelly’s Online Quiz Generator

What does this page do?

From this page you can generate a quiz that can be printed to paper or put online in various formats.

How do I generate a quiz?

For best results, read all of the steps below before trying to generate a quiz.

Step 1: Type the quiz data in your word processor or text editor.

Read the the “about” page to find out how to format the data.

Step 2: Put your data in the box below.

- -
NOTE There should be NO RETURNS before the first line of data.NOTE There should be one and only one RETURN after the last line. If you get an error, this is the probably where you made your mistake.

Step 3: Choose the kind of quiz you want to generate.

1.    Use the quiz in your classroom. o        Generate a page for printing to paper. / Include the answer key for the teacher. 2.    Create a quiz that can be put on your own web server. o        Charles Kelly’s Self-study Quiz Format
Similar to a4esl.org/q/h/ o        GIFT format (For those using Module)
For multiple choice questions, up to 5 choices, feedback included if tabbed.o        Marmo Soemarmo’s JavaScript Quiz
Similar to ~linguist/jscript/Mchoice.htm
NOTE: Only up to the first 3 choices will be used. (Excess choices will be gracefully ignored.)o        John McKendrick’s Java Quiz Applet
Similar to http://www.manythings.org/jq/
NOTE: Only up to the first 3 choices will be used. (Excess choices will be gracefully ignored.)
Download the applet from: http://www.teilhard.com/software/java.htmlo        Data formatted for David Griffiths’ QuizShow
Similar to http://www.manythings.org/qs/verbs.html
This is only the data, it’s an external file accessed by a Java applet. This format also requires that all questions have the same number of choices.3.    Generate a quiz that can be contributed to a4esl.org.
These must be hosted on our web server.o        Charles Kelly’s JavaScript Quiz Format
Similar to a4esl.org/q/j/)o        Charles Kelly’s Flash Quiz for a4esl.org.
Similar to a4esl.org/q/f/)4.    If the data is formatted as a bilingual word list, try these.o        Self-study Word List Quiz
Note: This will change the above multiple-choice data into a “fill-in-the-blank” self-study quiz as well.o        Flashcard-like Word List Quizo        Vocabulary List5.    Still Very Experimental.o        Hot Potatoes XML Format

Step 4: Click the button to generate the quiz.

Step 5: Save or print the resulting web page.

• If you generated the “For printing to paper” quiz, you have 2 options.
  • Copy it and paste it into your word processor. You can further edit the document or you can print it “as is” (minus the answers) for your students.
  • Print it from the web page. With a pair of scissors, cut off the answers before duplicating the quiz for your students.
• If you generated a quiz for the web, then save the resulting page “as source.”

Step 6: Contribute the quiz to a4esl.org. (Optional)

Paste the same data that you put in the above box into the web form, and then click the “submit” button.

Reminder

Save your original data file. You may want to use it again in the future. You can easily add or delete questions from the same file and re-generate the quiz.

 5) CONCLUSION

According to Online and OFFLine writing course by Nuraihan Mat Daud and Ainol Marziah Zubairi page 7 OTL, in fact, the number of studies on the use of tools that are available on the Internet is fast growing. In my opinion, online writing can help student to improve their writing skill because student will be explore the issues or topic, identify the issues, formulate a thesis statement, gather information and apply argumentative writing skills. For me, I like writing using computer tools and I enjoy surfing internet.   

Computerize Reading

I Gloria anak muya (A120090) and Nicholas anak nyagang (A120585) my partner has decide to choose the topic best on reading comprehension.

Reading comprehension.

The Pink by Patricia Polacco

http://www.authorama.com/grimms-fairy-tales-32.html

There was once upon a time a queen to whom God had given no children. Every morning she went into the garden and prayed to God in heaven to bestow on her a son or a daughter. Then an angel from heaven came to her and said: ’Be at rest, you shall have a son with the power of wishing, so that whatsoever in the world he wishes for, that shall he have.’ Then she went to the king, and told him the joyful tidings, and when the time was come she gave birth to a son, and the king was filled with gladness.Every morning she went with the child to the garden where the wild beasts were kept, and washed herself there in a clear stream. It happened once when the child was a little older, that it was lying in her arms and she fell asleep. Then came the old cook, who knew that the child had the power of wishing, and stole it away, and he took a hen, and cut it in pieces, and dropped some of its blood on the queen’s apron and on her dress. Then he carried the child away to a secret place, where a nurse was obliged to suckle it, and he ran to the king and accused the queen of having allowed her child to be taken from her by the wild beasts.

When the king saw the blood on her apron, he believed this, fell into such a passion that he ordered a high tower to be built, in which neither sun nor moon could be seen and had his wife put into it, and walled up. Here she was to stay for seven years without meat or drink, and die of hunger. But God sent two angels from heaven in the shape of white doves, which flew to her twice a day, and carried her food until the seven years were over.The cook, however, thought to himself: ’If the child has the power of wishing, and I am here, he might very easily get me into trouble.’ So he left the palace and went to the boy, who was already big enough to speak, and said to him: ’Wish for a beautiful palace for yourself with a garden, and all else that pertains to it.’ Scarcely were the words out of the boy’s mouth, when everything was there that he had wished for. After a while the cook said to him: ’It is not well for you to be so alone, wish for a pretty girl as a companion.’ Then the king’s son wished for one, and she immediately stood before him, and was more beautiful than any painter could have painted her. The two played together, and loved each other with all their hearts, and the old cook went out hunting like a nobleman. The thought occurred to him, however, that the king’s son might some day wish to be with his father, and thus bring him into great peril. So he went out and took the maiden aside, and said: ’Tonight when the boy is asleep, go to his bed and plunge this knife into his heart, and bring me his heart and tongue, and if you do not do it, you shall lose your life.’ Thereupon he went away, and when he returned next day she had not done it, and said: ’Why should I shed the blood of an innocent boy who has never harmed anyone?’ The cook once more said: ’If you do not do it, it shall cost you your own life.’ When he had gone away, she had a little hind brought to her, and ordered her to be killed, and took her heart and tongue, and laid them on a plate, and when she saw the old man coming, she said to the boy: ’Lie down in your bed, and draw the clothes over you.’ Then the wicked wretch came in and said: ’Where are the boy’s heart and tongue?’ The girl reached the plate to him, but the king’s son threw off the quilt, and said: ’You old sinner, why did you want to kill me? Now will I pronounce thy sentence. You shall become a black poodle and have a gold collar round your neck, and shall eat burning coals, till the flames burst forth from your throat.’ And when he had spoken these words, the old man was changed into a poodle dog, and had a gold collar round his neck, and the cooks were ordered to bring up some live coals, and these he ate, until the flames broke forth from his throat. The king’s son remained there a short while longer, and he thought of his mother, and wondered if she were still alive. At length he said to the maiden: ’I will go home to my own country; if you will go with me, I will provide for you.’ ’Ah,’ she replied, ’the way is so long, and what shall I do in a strange land where I am unknown?’ As she did not seem quite willing, and as they could not be parted from each other, he wished that she might be changed into a beautiful pink, and took her with him. Then he went away to his own country, and the poodle had to run after him.

He went to the tower in which his mother was confined, and as it was so high, he wished for a ladder which would reach up to the very top. Then he mounted up and looked inside, and cried: ’Beloved mother, Lady Queen, are you still alive, or are you dead?’ She answered: ’I have just eaten, and am still satisfied,’ for she thought the angels were there. Said he: ’I am your dear son, whom the wild beasts were said to have torn from your arms; but I am alive still, and will soon set you free.’ Then he descended again, and went to his father, and caused himself to be announced as a strange huntsman, and asked if he could offer him service. The king said yes, if he was skilful and could get game for him, he should come to him, but that deer had never taken up their quarters in any part of the district or country. Then the huntsman promised to procure as much game for him as he could possibly use at the royal table. So he summoned all the huntsmen together, and bade them go out into the forest with him. And he went with them and made them form a great circle, open at one end where he stationed himself, and began to wish. Two hundred deer and more came running inside the circle at once, and the huntsmen shot them. Then they were all placed on sixty country carts, and driven home to the king, and for once he was able to deck his table with game, after having had none at all for years.Now the king felt great joy at this, and commanded that his entire household should eat with him next day, and made a great feast. When they were all assembled together, he said to the huntsman: ’As you are so clever, you shall sit by me.’ He replied: ’Lord King, your majesty must excuse me, I am a poor huntsman.’ But the king insisted on it, and said: ’You shall sit by me,’ until he did it. Whilst he was sitting there, he thought of his dearest mother, and wished that one of the king’s principal servants would begin to speak of her, and would ask how it was faring with the queen in the tower, and if she were alive still, or had perished. Hardly had he formed the wish than the marshal began, and said: ’Your majesty, we live joyously here, but how is the queen living in the tower? Is she still alive, or has she died?’ But the king replied: ’She let my dear son be torn to pieces by wild beasts; I will not have her named.’ Then the huntsman arose and said: ’Gracious lord father she is alive still, and I am her son, and I was not carried away by wild beasts, but by that wretch the old cook, who tore me from her arms when she was asleep, and sprinkled her apron with the blood of a chicken.’ Thereupon he took the dog with the golden collar, and said: ’That is the wretch!’ and caused live coals to be brought, and these the dog was compelled to devour before the sight of all, until flames burst forth from its throat. On this the huntsman asked the king if he would like to see the dog in his true shape, and wished him back into the form of the cook, in the which he stood immediately, with his white apron, and his knife by his side.

When the king saw him he fell into a passion, and ordered him to be cast into the deepest dungeon. Then the huntsman spoke further and said: ’Father, will you see the maiden who brought me up so tenderly and who was afterwards to murder me, but did not do it, though her own life depended on it?’ The king replied: ’Yes, I would like to see her.’ The son said: ’Most gracious father, I will show her to you in the form of a beautiful flower,’ and he thrust his hand into his pocket and brought forth the pink, and placed it on the royal table, and it was so beautiful that the king had never seen one to equal it. Then the son said: ’Now will I show her to you in her own form,’ and wished that she might become a maiden, and she stood there looking so beautiful that no painter could have made her look more so.And the king sent two waiting-maids and two attendants into the tower, to fetch the queen and bring her to the royal table. But when she was led in she ate nothing, and said: ’The gracious and merciful God who has supported me in the tower, will soon set me free.’ She lived three days more, and then died happily, and when she was buried, the two white doves which had brought her food to the tower, and were angels of heaven, followed her body and seated themselves on her grave. The aged king ordered the cook to be torn in four pieces, but grief consumed the king’s own heart, and he soon died. His son married the beautiful maiden whom he had brought with him as a flower in his pocket, and whether they are still alive or not, is known to God.   

Question,

Write a short answer to the question given below.

1.      What is the moral value in this story?

2.      What are the power that boy have?

3.      Why his mother was put at the tower?

4.      From the story we know that the cook attend to kill the boy, why did he try to kill the boy?

  

Activity.

1.      Divide the class into 5 groups.

2.      Each group discusses the plot of the story.

3.      Each group have to share their work.

  

·        After that, each group should discuss what characteristics does boy show?

·        If you had an opportunity how would you end this story?

·        Look at the vocabulary on this story. Does this help you know what the story is about? Can you classify the words?

·        Vocabulary – identifies interesting or unfamiliar words in the reading and leads a discussion about the new words.

·        Literary luminary- relates the new words back to the context of the passage, and provides supporting definitions by accessing a dictionary or other media sources.

·        Connector – makes a connection between the meaning of the words as used in the context of the text and prior knowledge or understanding.

·        Discussion director- facilitates the discussion among members of the group.

·        Summarizer- records and reports the group’s activities to the whole class; similar to a secretary or reporter.

   Explanation according to the story. What both of us had found, in this story or article; is a reading for pleasure, for example; “There was once upon a time a queen to whom God had given no children” this text show that this story for the reader to read for pleasure only. Whole of this story told that there was a kingdom where the king and her queen had no son or daughter. Until they given a child.  

The activities on this story help student and the reader to think creatively how to analyze the story given as what had given on activity session and also student can learn a new word as to define the on vocabulary where the student has being ask to identify unfamiliar word so that can help them to gain more knowledge and understanding on how to use the new word and to write a better sentence or essay in their future writing. In addition, student also being ask to use their creativity to write the end of the story according to their own knowledge, this is good to student to help them on their thinking area on other subject or in any situation they are in. This story also help student because it is easier to understand the meaning, with connector activity, student may able to make a connection between the words that use in their writing in any of their subject. Furthermore, student also able to understand the moral value that they can apply it in their daily day’s. Under the activity, it helps the student to practice their public speaking while they share what they had done in the group before.